Dilemmas in assessing performance on fieldwork education placements

Abstract

Our students value fieldwork placements and their fieldwork educators highly. They enter our university programs with the goal of joining us in our practice. Competency-based assessment based on observed performance of students in the real world of the workplace is highly authentic and motivating for all. As described in this chapter, this assessment practice raises a number of dilemmas, many of which are common with any kind of assessment. However, valid and reliable competency-based assessments with positive impacts upon learning can be developed through careful thought and attention to the processes and content required to support fieldwork educators' judgments and the students' learning